Developing Translation Competence: Introduction

Schäffner, Christina; Adab, Beverly

doi:10.1075/btl.38.01sch

Cited by 50 publications

(30 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…By adopting the project-based approaches, the students have more freedom to select a particular type of 14 text as the ST (i.e., English) to be rendered into the TL (i.e., Indonesian). This practice is also in line with the last two principles suggested by Nunan (2004), namely reproduction to creation through which the students have the opportunities to reproduce or to even create a new Indonesian target text (TT), and also with the notion of reflection based on which the tutor carried out continuous assessment during the period of TP online academic counselling (i.e., online clinic), which shows their translation competence (Hurtado, 2007;Pym, 2003;Schäffner & Adab, 2000) in completing the TP that they submitted online.…”

Section: Translator Training Based On Task-based Approaches At Utmentioning

confidence: 84%

Translator Training by Distance Learning — A Dual Approach1

Karnedi¹

2015

Indonesian J. Appl. Linguist

View full text Add to dashboard Cite

A variety of approaches have been adopted by institutions of higher education offering programmes in translator training. Some of these approaches are centred on early training; while others on socio-constructivism. Presenting a facet of training that differs from those generally used in most programmes, this paper examines how task-based approaches used over the course of the curriculum and the project-based approaches adopted in the final year in the form of translation portfolio can be an integral part of an undergraduate degree programme in translation run by distance learning. Translation students' performance while completing the project online is used as the data supported with online questionnaires. A critical analysis of these two approaches engenders a crucial discussion of increased student autonomy. The project-based translation portfolio is better suited to more advanced students, whereas task-based translation activities are for students at the early stages of training. Nevertheless, the two approaches are compatible and complementary.Keywords: distance learning, translation portfolio, translator training, dual approachAs an integral part of curricular and syllabus planning and design, assessment is considered one of the most important elements of teaching and learning, including translator training (Dick & Carey & Carey, 2005;Gouadec, 2007;Hatim & Mason, 1997;House, 1981House, , 1997House, , 2001Király, 1995;Kussmaul, 1995;Wilss, 1976;Wu, 2010). Various methods from both formative and summative perspectives have been applied in this area (Angelelli & Jacobson, 2009;Martinez & Hurtado, 2001), encompassing peer and self-assessment or learning portfolios (Kelly, 2005). Irrespective of the methods used, developing student autonomy plays a vital role as this social process is congruous with the notion of student-centred assessment that is not fully supported by task-based approaches. Kelly (2005) reasoned that more emphasis should be placed on student autonomy and teaching approaches as mostly practised in face-to-face classrooms.This article focuses on the ways in which student autonomy can be achieved in a translation teaching situation, where task-based approaches (González, 2003(González, , 2004Hurtado, 1999) are adopted in the initial stages, and project-based approaches (Gouadec, 2002;Király, 2000;Vienne, 1994) later on. Thus, the research question is that to what extent are these two distinctive approaches applicable, complementary and effective within the distance learning (D L) teaching and learning environment? (Kenny, 2008, pp. 139-64) The undergraduate degree programme in translation (UDPIT) at Universitas Terbuka / UT (Indonesia Open University) is used as a basis for addressing this question.It is the University's compulsory requirement that undergraduate and postgraduate students produce a research article, referred to as Karya Ilmiah (abbreviated as Karil). To fulfil the requirement which is considered as part of the assessment process (Şahin & Dungan, 2014), the UDPIT at UT ...

show abstract

Section: Translator Training Based On Task-based Approaches At Utmentioning

confidence: 84%

Translator Training by Distance Learning — A Dual Approach1

Karnedi¹

2015

Indonesian J. Appl. Linguist

View full text Add to dashboard Cite

show abstract

“…Le groupe a mis en évidence, entre autres, le rôle clé d'une sous-compétence d'ordre stratégique (voir Pacte 2003 : 48, 57, 59, 60). Les recherches sur la notion de compétence donnent une assise à la réflexion didactique (Schäffner et Adab 2000), en particulier à la conception d'activités permettant de développer les diverses sous-compétences (voir Kelly 2002 : 17-18). Ces recherches trouvent aussi un écho dans la définition de normes professionnelles 2 ou dans les politiques de formation des traducteurs 3 .…”

Section: Compétence Traductionnelle Et Textes Juridiquesunclassified

Traduire les textes juridiques dans un contexte de plurilinguisme officiel : quelle formation pour quelles compétences spécifiques ?

Dullion

2015

meta

View full text Add to dashboard Cite

MetaTraduire les textes juridiques dans un contexte de plurilinguisme officiel : quelle formation pour quelles compétences spécifiques ? Résumé de l'article Question fondamentale pour les systèmes plurilingues, la qualité de la traduction juridique est abordée ici sous l'angle non pas des aménagements institutionnels, mais des acteurs. Les spécificités des contextes de plurilinguisme officiel sont mises en relation avec la problématique de la compétence traductionnelle, de façon à tirer des conclusions applicables à la formation. Dans les systèmes plurilingues, la traduction juridique doit répondre à des exigences particulières liées à l'intertextualité, au statut du texte traduit, à la pluralité des destinataires et à l'institutionnalisation du processus. Ces exigences ont des implications sur plusieurs plans. À cet égard, l'article se réfère aux modèles généraux de compétence et à leur approfondissement interdisciplinaire dans la perspective de la traduction juridique. Il propose d'intégrer la question du plurilinguisme officiel dans un enseignement structuré autour des situations professionnelles, en mettant l'accent sur les aspects suivants : l'utilisation raisonnée des ressources documentaires ; l'acquisition de connaissances relatives au droit linguistique et au fonctionnement institutionnel ; la prévention des interférences et du jargon ; et le développement d'une capacité d'argumenter et d'interagir avec d'autres professionnels. Pour terminer, l'article illustre la singularité des divers contextes plurilingues. Il rejette l'idée selon laquelle ils représenteraient pour la traduction juridique une situation simplifiée, nécessitant des compétences purement techniques. RÉSUMÉQuestion fondamentale pour les systèmes plurilingues, la qualité de la traduction juridique est abordée ici sous l'angle non pas des aménagements institutionnels, mais des acteurs. Les spécificités des contextes de plurilinguisme officiel sont mises en relation avec la problématique de la compétence traductionnelle, de façon à tirer des conclusions applicables à la formation. Dans les systèmes plurilingues, la traduction juridique doit répondre à des exigences particulières liées à l'intertextualité, au statut du texte traduit, à la pluralité des destinataires et à l'institutionnalisation du processus. Ces exigences ont des implications sur plusieurs plans. À cet égard, l'article se réfère aux modèles généraux de compétence et à leur approfondissement interdisciplinaire dans la perspective de la traduction juridique. Il propose d'intégrer la question du plurilinguisme officiel dans un enseignement structuré autour des situations professionnelles, en mettant l'accent sur les aspects suivants : l'utilisation raisonnée des ressources documentaires ; l'acquisition de connaissances relatives au droit linguistique et au fonctionnement institutionnel ; la prévention des interférences et du jargon ; et le développement d'une capacité d'argumenter et d'interagir avec d'autres professionnels. Pour terminer, l'article illustre la singularité des...

show abstract

“…But note the almost unthinking reduction to "performance ability," as if there had never been a paradox to resolve. In fact, in most of these authors, including those brought together in the volume on Developing Translation Competence edited by Schäffner and Adab (2000), we find the term "competence" simply being kicked around the park, with the more substantial referent then becoming something else, some other term.…”

Section: Competence As No Such Thingmentioning

confidence: 99%

Redefining Translation Competence in an Electronic Age. In Defence of a Minimalist Approach

Pym

2004

meta

287

107

View full text Add to dashboard Cite

Since the 1970s the notion of “translation competence” has been viewed as at least 1) a mode of bilingualism, open to linguistic analysis, 2) a question of market demands, given to extreme historical and social change, 3) a multicomponent competence, involving sets of skills that are linguistic, cultural, technological and professional, and 4) a “supercompetence” that would somehow stand above the rest. The general trend among theorists has been to expand the multicomponent model so as to bring new skills and proficiencies into the field of translator training. This trend may be expected to continue with the increasing use of electronic tools. Here it is argued, however, that the multicomponential expansions of competence are partly grounded in institutional interests and are conceptually flawed in that they will always be one or two steps behind market demands. On the other hand, a simple minimalist concept of translation competence, based on the production then elimination of alternatives, can help orient translator training in times of rapid technological and professional change.

show abstract

Developing Translation Competence: Introduction

Cited by 50 publications

References 0 publications

Translator Training by Distance Learning — A Dual Approach1

Translator Training by Distance Learning — A Dual Approach1

Traduire les textes juridiques dans un contexte de plurilinguisme officiel : quelle formation pour quelles compétences spécifiques ?

Redefining Translation Competence in an Electronic Age. In Defence of a Minimalist Approach

Contact Info

Product

Resources

About